Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Students will develop the knowledge to understand the essentials, source, and history of the constitutions of the United States and Arizona. Students will understand the importance of each person as an individual with human and civil rights. This new understanding will enable the students to create a story board depicting one of the contributors associated with the creation of the American government, such as John Adams.
Essential Questions What will guide student
inquiry?
What accomplishment was made by this person that contributed to the creation of the American government?
What role did this person play?
Why did this person become involved?
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
SOCIAL STUDIES
S1C4: Revolution and New Nation The development of American constitutional democracy grew from political, cultural, and economic issues, ideas, and events.
S1C4P3 Identify the impact of individuals on the Revolutionary War.
S3C1 Foundations of Government The United States democracy is based on principles and ideals that are embodied by symbols, people, and documents.
S3C1P2 Recognize the contributions and roles of individuals in creating the American government
Student Outcomes What will students learn
and do?
Students will learn the ideals that prompted the Revolutionary War.
Students will learn the contributions made by specific individuals.
Students will learn to create a photo story that identifies who and what.
Assessment Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
Students will have a rubric that informs them what and how items will be graded and what is expected. There will be steps involved with this rubric since it will be a new technology piece for kids to be involved in, making the story board. At the end of the unit, there will be a quiz to assess the students in what they learned about the Revolutionary War, and documents associated with that time period, such as the Declaration of Independence.
Project OverviewTitle: The Revolutionary War
Grade Level: 5
Subject Area: social studies
Time Frame (when, duration): late 2nd or 3rd qtr 1-2 weeks
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
What role did this person play?
Why did this person become involved?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL